In this article Ann Wright describes the importance of accessing students’ prior knowledge of a topic before beginning instruction. She describes three strategies that she uses in order to learn what the students know about a topic and what misconceptions they may have. The strategies are the use of graphic models, concept maps, and student generated questions. She also goes into detail on how each strategy can be utilized.
For graphic models she describes how she shows the students a diagram of Hormone Receptor Interactions and by asking them to describe the diagram and also if there are other cycles that they have learned about that are similar to the diagram, she engages the students in a dialogue meant to inform her on what they know and at the same time allows the students to get a better idea of what it is they actually understand.
With concept maps she mentions using them before and after instruction in order to see just how the students’ thinking and understanding of the topic has changed. That a student generated concept map that includes linkage lines indicates a greater understanding than one that does not. She also mentions that construction of a concept map should be based on a learning goal or objective.
There are two types of student generated questions, basic and wonderment. A basic question is one with a straightforward answer and leaves no room for expansion. She uses the question “What is the name of the major blood vessel that carries blood from the left ventricle of the heart?” as an example. Wonderment questions, on the other hand, promote discussion and infer an understanding of the topic. She mentions a homework assignment where the students are asked to write a question regarding a specific topic. If the question is a wonderment question she knows the student understands the topic. Another activity that she does is at the end of a period of instruction she will ask the students to write questions about what they did not understand which allows her to know what areas are giving the students difficulty.
I agree with this article in that accessing prior knowledge is important in order to maximize learning. Students may have misconceptions that can inhibit them from completely learning a topic or they may already know about a topic and in that case re-teaching it is a waste of time. I like the idea of the student generated questions and having them write down things that they do not understand about something you have covered. All of these strategies are things that can be used in a multitude of situations which allows the teacher flexibility in instruction. Since not all students learn the same it is extremely important for the teacher to have as much information when putting together instruction as possible and to know where all the students stand in terms of their knowledge and understanding of a topic.
Wright, A., & Bilica, K. (2007). Instructional Tools To Probe Biology Students’ Prior Knowledge. The American Biology Teacher, 69. Retrieved October 7, 2011, from http://www.nabt.org/websites/irp=346
For graphic models she describes how she shows the students a diagram of Hormone Receptor Interactions and by asking them to describe the diagram and also if there are other cycles that they have learned about that are similar to the diagram, she engages the students in a dialogue meant to inform her on what they know and at the same time allows the students to get a better idea of what it is they actually understand.
With concept maps she mentions using them before and after instruction in order to see just how the students’ thinking and understanding of the topic has changed. That a student generated concept map that includes linkage lines indicates a greater understanding than one that does not. She also mentions that construction of a concept map should be based on a learning goal or objective.
There are two types of student generated questions, basic and wonderment. A basic question is one with a straightforward answer and leaves no room for expansion. She uses the question “What is the name of the major blood vessel that carries blood from the left ventricle of the heart?” as an example. Wonderment questions, on the other hand, promote discussion and infer an understanding of the topic. She mentions a homework assignment where the students are asked to write a question regarding a specific topic. If the question is a wonderment question she knows the student understands the topic. Another activity that she does is at the end of a period of instruction she will ask the students to write questions about what they did not understand which allows her to know what areas are giving the students difficulty.
I agree with this article in that accessing prior knowledge is important in order to maximize learning. Students may have misconceptions that can inhibit them from completely learning a topic or they may already know about a topic and in that case re-teaching it is a waste of time. I like the idea of the student generated questions and having them write down things that they do not understand about something you have covered. All of these strategies are things that can be used in a multitude of situations which allows the teacher flexibility in instruction. Since not all students learn the same it is extremely important for the teacher to have as much information when putting together instruction as possible and to know where all the students stand in terms of their knowledge and understanding of a topic.
Wright, A., & Bilica, K. (2007). Instructional Tools To Probe Biology Students’ Prior Knowledge. The American Biology Teacher, 69. Retrieved October 7, 2011, from http://www.nabt.org/websites/irp=346